Georgia Science Learning Standards — Grade 2


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S2CS1

Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S2CS1a

Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S2CS2

Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S2CS2a

Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.

S2CS2b

Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.

S2CS2c

Give rough estimates of numerical answers to problems before doing them formally.

S2CS2d

Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.

S2CS3

Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

S2CS3a

Use ordinary hand tools and instruments to construct, measure, and look at objects.

S2CS3b

Assemble, describe, take apart, and reassemble constructions using interlocking blocks, erector sets and other things.

S2CS3c

Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.

S2CS4

Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S2CS4a

Identify the parts of things, such as toys or tools, and identify what things can do when put together that they could not do otherwise.

S2CS4b

Use a modelsuch as a toy or a pictureto describe a feature of the primary thing.

S2CS4c

Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.

S2CS4d

Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.

S2CS5

Students will communicate scientific ideas and activities clearly.

S2CS5a

Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

S2CS5b

Draw pictures (grade level appropriate) that correctly portray features of the thing being described

S2CS5c

Use simple pictographs and bar graphs to communicate data.

S2CS6

Students will be familiar with the character of scientific knowledge and how it is achieved.

S2CS6a

When a science investigation is done the way it was done before, we expect to get a similar result.

S2CS6b

Science involves collecting data and testing hypotheses.

S2CS6c

Scientists often repeat experiments multiple times and subject their ideas to criticism by other scientists who may disagree with them and do further tests.

S2CS6d

All different kinds of people can be and are scientists.

S2CS7

Students will understand important features of the process of scientific inquiry.

S2CS7a

Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.

S2CS7b

In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus.

S2CS7c

Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.

S2CS7d

Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.

S2E1

Students will understand that stars have different sizes, brightness, and patterns.

S2E1a

Describe the physical attributes of starssize, brightness, and patterns.

S2E2

Students will investigate the position of sun and moon to show patterns throughout the year.

S2E2a

Investigate the position of the sun in relation to a fixed object on earth at various times of the day.

S2E2b

Determine how the shadows change through the day by making a shadow stick or using a sundial.

S2E2c

Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.).

S2E2d

Use observations and charts to record the shape of the moon for a period of time.

S2E3

Students will observe and record changes in their surroundings and infer the causes of the changes.

S2E3a

Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.

S2L1.

. Students will investigate the life cycles of different living organisms.

S2L1.a

Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

S2L1.b

Relate seasonal changes to observations of how a tree changes throughout a school year.

S2L1.c

Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

S2L1.d

Identify fungi (mushroom) as living organisms.

S2P1

Students will investigate the properties of matter and changes that occur in objects.

S2P1a

Identify the three common states of matter as solid, liquid, or gas.

S2P1b

Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

S2P2

Students will identify sources of energy and how the energy is used.

S2P2a

Identify sources of light energy, heat energy, and energy of motion.

S2P2b

Describe how light, heat, and motion energy are used.

S2P3

Students will demonstrate changes in speed and direction using pushes and pulls.

S2P3a

Demonstrate how pushing and pulling an object affects the motion of the object.

S2P3b

Demonstrate the effects of changes of speed on an object.